Epistemic Injustice

Dunne, Gerry

doi:10.1007/978-981-287-532-7_697-1

Cited by 5 publications

(10 citation statements)

References 9 publications

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“…Epistemic injustice involves certain people being subjected to knowledge-based discrimination based on an attributed deficit of credibility in relation to possessing knowledge. Being subject to epistemic injustice makes it difficult for situated knowers to make sense of their own experience or understand what is in their best interest to know (18).…”

Section: Epistemic Injusticementioning

confidence: 99%

“…In addition, repeated transgressions can result in speakers staying quiet in situations where they should not, for fear of further marginalization. Hermeneutical injustice occurs when one-part lacks words or expressions to make themselves understood in a specific context or situation, and in which their own or others interpretative resources puts them at a disadvantage when trying to make sense of their experiences (18).…”

Section: Epistemic Injusticementioning

confidence: 99%

“…Even though epistemic injustice is enacted in micro-meetings these harmful actions often derive from epistemic practices which can be found on a structural level (18). Hermeneutical injustice is not committed by a single entity, "but is caused by a particular aspect of our collective hermeneutical resources: either an individual gap (in the temporary case) or a more extensive deficiency caused by structural identity biases (in the systemic case)" [(19), p. 231].…”

Section: Epistemic Injusticementioning

confidence: 99%

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“Believe me, only I know how I feel.” An autoethnographic account of experiences of epistemic injustice in mental health care

Hultman

Hultman²

2023

Front. Psychiatry

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In Sweden, support and service for people with disabilities is provided under the Swedish disability legislation, which has a clear focus on the individual’s right to a life like that of any other citizen and on promoting equality and participation in society. Nevertheless, having a physical impairment makes it clear that equal mental health care is not provided in practice. This becomes particularly salient when there is a need for mental health in-patient care. In this article, the aim is to explore our own experiences of epistemic injustice in relation to mental health care provision in a situation where one of us has a mobility impairment that require the presence of personal assistants in everyday life. Critical personal narrative is applied to highlight the different, but intertwined experiences of a young female mental health user with a physical disability and her mother. Diary entrances, shared discussions and extracts from health care records are used to illustrate how epistemic injustice may occur in health care practices. In the analysis, we use Fricker’s concepts that relate to different aspects of epistemic injustice, to show how power is exerted. Healthcare professionals’ inability to value and integrate patients experience-based knowledge into practice where the lack of a holistic perspective visualizes what happens when people do not fit into predefined categories. Instead of strengthening patients’ rights, health care professionals discredit patients’ and family members knowledge, and thereby giving themselves epistemic privilege. People with the combined experience of both disabilities and mental health issues are vulnerable to epistemic injustice and epistemic harm since they are commonly denied both epistemic credibility and authority. Our results highlight the importance of counteracting resilient structures of social privilege and power and identifying and, in as far as possible, removing the mechanisms that exclude the epistemic resources of people with disabilities and their family members from being part of shared epistemic resources.

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Section: Epistemic Injusticementioning

confidence: 99%

Section: Epistemic Injusticementioning

confidence: 99%

Section: Epistemic Injusticementioning

confidence: 99%

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“Believe me, only I know how I feel.” An autoethnographic account of experiences of epistemic injustice in mental health care

Hultman

Hultman²

2023

Front. Psychiatry

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“…As noted above, epistemic justice is itself divided into the two separate areas of testimonial justice and hermeneutic justice (Dunne, 2020). Both terms are more easily understood in terms of their converse.…”

Section: Decolonialitymentioning

confidence: 99%

“…Hermeneutic injustice arises when a person is prevented from acquiring the analytical and articulation skills needed for contribution to a discussion (Dunne, 2020). Access to such skills may be restricted to elite knowers, leading to the hermeneutical marginalisation of a particular social group.…”

Section: Decolonialitymentioning

confidence: 99%

Epistemic justice during a global pandemic: Transforming curricula and pedagogical practices to improve student experiences of innovation studies

Walwyn

Combrinck

2021

Industry and Higher Education

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Current pedagogical approaches to science and technology policy studies in southern African universities may fail to provide students with the necessary capabilities to be effective as innovation policy practitioners. This study investigated whether consideration of epistemic diversity and the situatedness of knowledge could enhance student outcomes in terms of agency and self-efficacy. A pedagogical intervention was designed and implemented for a postgraduate course in engineering economics, following which the students rated their experiences through an online questionnaire. The COVID-19 pandemic partly disrupted the intervention, but also accelerated the use of blended learning as a means of mitigating the harmful effects of the consequent lockdown. The study revealed that most respondents felt that the intervention had helped them to feel more confident, respected and included. However, blended learning could not prevent the stressful experiences due to forced sheltering at home. The results support the importance of finding innovative ways to transform curricula and teaching methods in science and technology studies. Pedagogy based on the principles of epistemic justice, essential to ensure that students from different backgrounds have equal opportunities for personal growth, is challenging under remote learning conditions.

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Carving at the Joints: Distinguishing Epistemic Wrongs from Epistemic Harms in Epistemic Injustice Contexts

Dunne,

Kotsonis

2024

Episteme

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This paper examines the relatively underexplored relationship between epistemic wrongs and epistemic harms in the context of epistemic injustice. Does the presence of one always imply the presence of the other? Or, is it possible to have one without the other? Here we aim to establish a prima facie case that epistemic wrongs do not always produce epistemic harms. We argue that the epistemic wrongness of an action should never be evaluated solely based on the action's consequences, viz. the epistemic and practical harms suffered by the wronged party. Instead – as we shall show – epistemic harms necessarily follow from epistemic wrongs. To conclude, we suggest ways in which extant accounts of epistemic wrongs and epistemic harms as they cash out in epistemic injustice contexts might be refined in light of our argument.

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Epistemic Injustice

Cited by 5 publications

References 9 publications

“Believe me, only I know how I feel.” An autoethnographic account of experiences of epistemic injustice in mental health care

“Believe me, only I know how I feel.” An autoethnographic account of experiences of epistemic injustice in mental health care

Epistemic justice during a global pandemic: Transforming curricula and pedagogical practices to improve student experiences of innovation studies

Carving at the Joints: Distinguishing Epistemic Wrongs from Epistemic Harms in Epistemic Injustice Contexts

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